PENERAPAN MOOD METER SEBAGAI STRATEGI EMOTION CHECK-IN UNTUK MENDUKUNG KESIAPAN BELAJAR SISWA KELAS V SEKOLAH DASAR: STUDI DESKRIPTIF PADA PEMBELAJARAN IPAS
Keywords:
Mood Meter, emotion check-in, social and emotional learning, learning readiness, elementary school
Abstract
Students' emotional states at the start of a lesson vary and are not always visible through behavior. This study aimed to describe the implementation of the Mood Meter as an emotion check-in strategy at the beginning of lessons and to describe how the teacher responded to students' emotional states to support learning readiness. A descriptive qualitative approach supported by descriptive quantitative data was used in a single Grade V class of SDN 44 Kota Bengkulu (26 students) in the 2026 academic year. The Mood Meter was implemented four times in Science and Social Studies (IPAS) lessons in September-October 2026, each lasting about five minutes. Students chose one of six emotion categories: happy, calm, enthusiastic, sad, angry, and anxious. Data came from records of emotion choices, observation, teacher response notes, and documentation, and were analyzed descriptively. Unpleasant emotions (sad, angry, anxious) were chosen by 32.0% of attending students in the first meeting and by 4.3% in the fourth meeting, while the calm category rose from 16.0% to 87.0%. The reported causes were peer conflict, worry about group membership, and problems at home. The teacher responded through pair grouping, conflict mediation, personal conversation, and ice breaking, and students appeared attentive, ready to follow instructions, enthusiastic, and open. The Mood Meter can serve as a brief opening routine that gives teachers early information for responding to students' needs. Because the study had no comparison group, these patterns do not demonstrate causal effects.
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Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156-1171. https://doi.org/10.1111/cdev.12864
Wells, A. E., Hunnikin, L. M., Ash, D. P., & van Goozen, S. H. M. (2021). Improving emotion recognition is associated with subsequent mental health and well-being in children with severe behavioural problems. European Child & Adolescent Psychiatry, 30, 1769-1777. https://doi.org/10.1007/s00787-020-01652-y
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Yang, J., Deng, Y., & Wang, Y. (2023). Reciprocal associations among social-emotional competence, interpersonal relationships and academic achievements in primary school. Behavioral Sciences, 13(11), 922. https://doi.org/10.3390/bs13110922
Yang, Y., Li, G., Su, Z., & Yuan, Y. (2021). Teacher's emotional support and math performance: The chain mediating effect of academic self-efficacy and math behavioral engagement. Frontiers in Psychology, 12, 651608. https://doi.org/10.3389/fpsyg.2021.651608
Brackett, M. A., Bailey, C. S., Hoffmann, J. D., & Simmons, D. N. (2019). RULER: A theory-driven, systemic approach to social, emotional, and academic learning. Educational Psychologist, 54(3), 144-161. https://doi.org/10.1080/00461520.2019.1614447
CASEL. (2020). CASEL's SEL framework: What are the core competence areas and where are they promoted? Chicago, IL: Collaborative for Academic, Social, and Emotional Learning. https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/
Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., ... Durlak, J. A. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development, 94(5), 1181-1204. https://doi.org/10.1111/cdev.13968
Corcoran, R. P., Cheung, A. C. K., Kim, E., & Xie, C. (2018). Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review, 25, 56-72. https://doi.org/10.1016/j.edurev.2017.12.001
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Hunnikin, L. M., Wells, A. E., Ash, D. P., & van Goozen, S. H. M. (2022). Can facial emotion recognition be rapidly improved in children with disruptive behavior? A targeted and preventative early intervention study. Development and Psychopathology, 34(1), 85-93. https://doi.org/10.1017/S0954579420001091
Klette, K., Blikstad-Balas, M., & Roe, A. (2019). Do teachers matter? Students' perceptions of classroom interactions and student engagement. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2019.1577754
Kurniasari, H., & Susanti, A. (2024). Pengaruh Media 3D Folding Paper Crafts Terhadap Hasil Belajar IPAS Siswa Kelas V Gugus VIII Kota Bengkulu. JURIDIKDAS (Jurnal Riset Pendidikan Dasar), 7(3), 448-458. https://doi.org/10.33369/juridikdas.v7i3.32928
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: SAGE Publications.
Moreno, E. M., Montero, A., & Armada-Crespo, J. M. (2024). Effectiveness of social-emotional development programs applied in primary education: An umbrella systematic review. Anales de Psicología, 40(1), 54-68. https://doi.org/10.6018/analesps.488251
Muhonen, H., et al. (2024). Teacher-student relationship and students' social competence in relation to the quality of educational dialogue. Research Papers in Education, 39(2), 324-347. https://doi.org/10.1080/02671522.2022.2135013
Muktadir, A., Winarni, E. W., & Susanti, A. (2024). Training on developing interactive student worksheets using Liveworksheets application to enhance creative thinking skills. Transformasi: Jurnal Pengabdian Masyarakat, 20(2), 425-437. https://doi.org/10.20414/transformasi.v20i2.11304
Nathanson, L., Rivers, S. E., Flynn, L. M., & Brackett, M. A. (2016). Creating emotionally intelligent schools with RULER. Emotion Review, 8(4), 305-310. https://doi.org/10.1177/1754073916650493
Parman, R., & Susetyo, Y. F. (2025). Implementasi pembelajaran sosial emosional di sekolah dasar. EDUCATOR: Directory of Elementary Education Journal, 6(1). https://doi.org/10.58176/edu.v6i1.2963
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341. https://doi.org/10.1007/s10648-006-9029-9
Poling, D. V., Van Loan, C. L., Garwood, J. D., Zhang, S., & Riddle, D. (2022). Enhancing teacher-student relationship quality: A narrative review of school-based interventions. Educational Research Review, 37, 100459. https://doi.org/10.1016/j.edurev.2022.100459
Rahmadhani, S., Dalifa, & Susanti, A. (2024). Pengaruh Media Diorama Terhadap Hasil Belajar Pembelajaran IPAS Siklus Air Kelas III Gugus XIX Kota Bengkulu. JURIDIKDAS (Jurnal Riset Pendidikan Dasar), 7(2), 271–278. https://doi.org/10.33369/juridikdas.v7i2.33700
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700-712. https://doi.org/10.1037/a0027268
Russell, J. A. (1980). A circumplex model of affect. Journal of Personality and Social Psychology, 39(6), 1161-1178. https://doi.org/10.1037/h0077714
Schlesier, J., Roden, I., & Moschner, B. (2019). Emotion regulation in primary school children: A systematic review. Children and Youth Services Review, 100, 239-257. https://doi.org/10.1016/j.childyouth.2019.02.044
Shapiro, V. B., Lee, J., & Kim, B.-K. E. (2023). TOOLBOX effects on K-2 student growth in social-emotional competence: Evidence from a quasi-experimental study. Contemporary School Psychology, 27, 198-213. https://doi.org/10.1007/s40688-022-00441-5
Sugiyono. (2019). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
Susanti, A., Darmansyah, A., Tyas, D. N., Hidayat, R., Syahputri, D. O., Wulandari, S., & Rahmasari, A. (2023). The implementation of project for strengthening the profile of Pancasila students in the independent curriculum for elementary school students. IJECA (International Journal of Education and Curriculum Application), 6(2), 113-122. https://doi.org/10.31764/ijeca.v6i2.15474
Susanti, A., Amaliah, K., Tarmizi, P., & Ariffiando, N. F. (2026). Traditional games of coastal Bengkulu and the formation of civic disposition: Exploring lickona’s essential moral values in elementary education. Journal of Research in Instructional, 6(1), 246-265.
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156-1171. https://doi.org/10.1111/cdev.12864
Wells, A. E., Hunnikin, L. M., Ash, D. P., & van Goozen, S. H. M. (2021). Improving emotion recognition is associated with subsequent mental health and well-being in children with severe behavioural problems. European Child & Adolescent Psychiatry, 30, 1769-1777. https://doi.org/10.1007/s00787-020-01652-y
Wigelsworth, M., Verity, L., Mason, C., Qualter, P., & Humphrey, N. (2022). Social and emotional learning in primary schools: A review of the current state of evidence. British Journal of Educational Psychology, 92(3), 898-924. https://doi.org/10.1111/bjep.12480
Yang, J., Deng, Y., & Wang, Y. (2023). Reciprocal associations among social-emotional competence, interpersonal relationships and academic achievements in primary school. Behavioral Sciences, 13(11), 922. https://doi.org/10.3390/bs13110922
Yang, Y., Li, G., Su, Z., & Yuan, Y. (2021). Teacher's emotional support and math performance: The chain mediating effect of academic self-efficacy and math behavioral engagement. Frontiers in Psychology, 12, 651608. https://doi.org/10.3389/fpsyg.2021.651608
Published
2026-10-17
How to Cite
Nadiyes Rizki, & Azzahra, F. (2026). PENERAPAN MOOD METER SEBAGAI STRATEGI EMOTION CHECK-IN UNTUK MENDUKUNG KESIAPAN BELAJAR SISWA KELAS V SEKOLAH DASAR: STUDI DESKRIPTIF PADA PEMBELAJARAN IPAS . Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 12(4), 600 - 615. https://doi.org/10.36989/didaktik.v12i4.19617
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